For additional maps, please direct your request to the Foundation Communications Service Desk.EDITABLE MAP: You can color it in as required. To select an individual country, click on the map, then click again on the country outline you wish to color. To select smaller areas that are hard to reach, use the zoom slider at the lower right of the window to get a close-up view. Use either the + or − buttons or the slider control to fine-tune the amount of zooming. Then click on the exact area needed. To color the selection, on the Home tab, in the Drawing section, use the Shape Fill (Paint Bucket) to select a color. Your selection will fill with the selected color.
CBD works across three critical fronts:Redesign community colleges– provide a framework and support for redesign that’s built on best practices and focused on completionSupport students– facilitate academic momentum and address the barriers to persistence, progress and completionBuild public support– shine light on public value of an educated workforce and create conditions for lasting changeCBD is NOT a pilot program, but is intended to transform entire campuses (and impact most or all students) through systemic and structural redesign. CBD builds on other data-driven reform initiatives in higher education (like Achieving the Dream), but takes the college completion movement to the next level:It addresses the full continuum of the student experience from start to finishIt directly addresses the full spectrum of organizational and administrative factors that can make or break a serious effort at reform
How can a community college raise completion rates for large numbers of students while containing costs, maintaining open access and ensuring quality? Develop strong completion pathways, defined as integrated policies, practices and programs designed to maximize students’ progress from start to finishTHE SOLUTION – DEVELOP STRONG COMPLETION PATHWAYS This is about restructuring the student experience from intake to completion. CBD helps colleges analyze their own data to learn where students are being lost and then bring the right people together to develop an effective completion pathway.Examples of proven and promising practices: Reorient enrollment programs to encourage high school students to enter college-level programs, not just take college-level classes Consolidate program offerings into a small number of streams – such as business, nursing, engineering – and clearly map program requirements within each Require first-time students to take courses that teach study skills and help students develop career goals and a personal academic plan Partner with 4-year institutions to develop concurrent registration/enrollment agreements Revamp the program review process to measure how effectively each program prepares students for further education or advancement in the labor market
A new way of looking at student progression and outcomesEntering a Program of Study: Concentrator – completes at least 9 semester college credits (~3 courses) in a single CIP program areaNon-concentrator – attempts but does not pass at least 9 college credits in a single program areaNon-attempter – does not attempt at least 9 college credits in a single field
Leading Through the New Completion Agenda
Leading Through the New Completion AgendaDr. Richard CarpenterChancellorJonathan DurfieldAssociate Vice Chancellor, Government AffairsAmy WelchState Director, Completion by Design
One of four national hostsites for the White House Regional Summit on Community Colleges. 4
Completion DefinitionsAttainment rate: The percentage of a population that has obtaineda certificate or degree.Completion rate: The percentage of individuals who complete acertificate or degree (e.g., associate’s and bachelor’s).Persistence: a student’s continuation behavior leading to a desiredgoal.Productivity: Awarding more higher education certificates anddegrees within the same resources, while maintaining quality.Retention rate: the percentage of entering undergraduates whoenroll consecutively semester to semester at an institution ofhigher education. Sources: Common College Completion Metrics, National Governors Association Chair’s Initiative, 2011. Adrienne Arnold, “Retention and Persistence in Postsecondary Education”, TGSLC, March 1999.
Community Colleges TodayCommunity Colleges play a particularly critical role in serving first-time postsecondary students• Open-access admissions• Relatively low tuition• Nearly 1,200 schools across the country, accessible to most young people in the United States Today, 12.4 million total students
Community Colleges Today• 43% of all U.S. undergraduate, first-time freshman are at community colleges.• Almost half of all Baccalaureate degree recipients first attended a community college.• 59% of new nurses (and majority of other new healthcare workers) are educated at community colleges.• Almost 80% of firefighters, law enforcement officers, and EMTs are credentialed at community colleges.• 95% of U.S. businesses who employ community college graduates recommend community college workforce training programs. Source: AACC, “Serving Communities, Strengthening the Nation.”
Potential FirstTime Student Successful Completion Source: Rob Johnstone. “An Applied Inquiry Framework for Student Completion”. Presented at Texas Cadre Meeting, Sep. 27, 2011.
Books in stock at Attends Lecture Series Leverages Learning Bookstore Center resourcesPlacementTest Prep Effective Financial Aid degree audit Support Effective CONNECTION PROGRESS Clean petition COMPLETION ENTRY Orientation process Join club / participate in Completes SEP student GovtPotential First Library Orientation SuccessfulTime Student Completion Good impression from campus visit Effective Talk to Univ. Early Alert Rep / User-friendly program Employer application process Powerful learning experience in classroom Connecting with Get accurate faculty outside Faculty Letter of perception from classroom Recommendation / HS counselor Meet with college intro to network outreach Intrusive Source: Rob Johnstone. “An Applied Inquiry Framework for Student professional Completion”. Presented at Texas Cadre Meeting, Sep. 27, 2011. Counseling
Where are we as a nation? And why does all of this matter?
Where are we?Once first in the world, America nowranks 10th in the percentage ofyoung adults with a college degree. For the first time in our history, the current generation of college-age Americans will be less educated than their parents’ generation… Source: Complete College America - The Completion Shortfall
Percentage of Young-AdultDegree Attainment(Ages 25-34) 15
Where are we?• Today, more than 70% of high school students enroll in an advanced education within 2 years• 1/2 of bachelor’s candidates complete in 6 years• Less than 1/3 associate’s candidates earn degree in 3 years• Next decade = 2/3 of jobs will require post-secondary education This requires 3 million more students to graduate to fill these jobs Source: Across the Great Divide, March 2011
Where are we?Talent Gap• American businesses currently demand 97 million high-skilled jobs; only 45 million have the necessary skills to do the work.• Low-skill/low-wage = more than 100 million candidates for 61 million positions.• Over past 4 decades, all net job growth = positions that require some post-secondary education. Source: Across the Great Divide, March 2011
Governmental Solution: Federal THE AMERICAN GRADUATION INITIATIVE: STRONGER AMERICAN SKILLS THROUGH COMMUNITY COLLEGES• Increase Pell Grant program – more than double award• Investment in community colleges - $2B over four years• Increased support for Minority Serving Institutions (MSIs)• Expanded Income Based Repayment plans “…by 2020, community colleges will produce an additional 5 million graduates.” - President Barack Obama
Governmental Solution: Federal U.S. Department of Labor $500 million awarded to 32 community college granteesTrade Adjustment AssistanceCommunity College and CareerTraining Program (TAACCT) willstrengthen college capacity to buildand expand innovative programs toprovide more workers with theskills and credentials they need tosucceed in today’s economy.
Governmental Solution: National National Governors Association (NGA) Collecting and reporting data is a necessary first step for states as they seek to improve completion rates and efficiency in higher education.NGA College Completion Metrics – account for part-time andtransfer students and can be disaggregated to give states’ datatoward institutional inadequacies, areas for improvement, andbest practices to draw upon. Source: 2010-2011 National Governors Association Chair’s Initiative
Governmental Solution: National “…dramatically increasing the nation’s college completion rate through state policy change.”Key Policy Areas• Performance funding• Time-to-degree Completion• Remediation Innovation• Restructure Challenge $10 million to 10 states Source: www.completecollege.org
Governmental Solution: State PoliciesReduce Time-to-Degree – Connecticut, Texas, North Carolina, Florida,TennesseePerformance Based Funding – Texas, Tennessee, Ohio, Indiana,Florida, WashingtonRegional Career Pathways – Arkansas, Montana, Virginia,Washington, OregonTransfer Articulation Agreements – Tennessee, Florida, California,ArizonaOutreach to “Near Completers” – KentuckyIntegration of State Data Systems – North Carolina, Florida,WashingtonSources: Jones, Dennis. National Center for Higher Education Management Systems. - for NGA – “Framing a College Attainment Agenda”. “College Productivity – Four Steps to Finishing First”. Lumina Foundation
Philanthropic Solution: Lumina Foundation The Big Goal: To increase the proportion of Americans with high- quality degrees and credentials to 60 percent by the year 2025. $5.4million – 2011-Q2 grants Achieve, Inc. - $1.2million $15.4million – 2011-Q1 grants $43.4million – 2010 grantsAchieving the Dream - $67+ million $14.8million – Adult degree attainment projects Source: Lumina Foundation for Education. www.luminafoundation.org
Philanthropic Solution in Texas 20 Completion Initiatives!
Philanthropic Solution: Gates FoundationCOMPLETION BY DESIGN
Pathway Analysis: A New Way of Looking at Data Five-Year Highest Outcomes: Concentrators Compared with Non-Concentrators and Non-Attempters100% Still enrolled at college in Year 590% with 30+ college credits Bachelors (other inst.)80%70% Transferred to 4-Year institution with no award60% Certificate or associate (other inst.)50% Transferred to 4-Year40% institution with an award Bachelors degree (starting30% inst.)20% Associate degree10% Certificate ≥ 1 yr. 0% All Students in Liberal Arts and CTE Concentrators Non-Concentrators Non-Attempters Certificate < 1 yr. FTIC Cohort Sciences Concentrators
Building Capacities State System Capacity: Characteristics of the state policyCompletion Pathway: The integrated set of environment that enable diffusion of the pathwaypolicies, practices, programs and processes •State-level champions: Policymakers, higherintentionally designed to maximize student education, business and community leaders committed tocompletion across the loss-momentum completionframework. • Expertise in Completion-Practices: Community College leaders and policymakers knowledgeable aboutDesign Principles practices to support completion •State policy aligns to completion: State policies1. Anchored in clearly-defined learning incentivizes adoption of completion pathway design competencies (to allow for principles quality, flexibility, and acceleration )2. Prioritizes accelerating academic catch-up3. Differentiates/customizes instruction High-Performing College Capacity: The and support to optimize each student’s capacities/skills essential to designing and maintaining credential attainment the completion pathway4. Leverages technology to significantly improve learning, student services, and •Learning-focused leadership: Leadership at all levels manage costs (trustees, administrators, faculty, student services) makes student learning and completion top priority5. Promotes enrollment in structured and •Data Analysis Capacity: Expertise in sophisticated coherent programs of study analysis of student outcome and financial data to inform6. Provides timely data to inform decision practice improvement and resource allocation making (for students, faculty and •Technology Capacity---uses technology to increase administrators) efficiency of service delivery and support sophisticated7. Integrates seamlessly with K- data analysis 12, transfer partners and employers •Culture of Improvement and Innovation: Staff at all levels (trustees, administration, faculty, student services) engaged in continuous innovation to improve experience for most students
The Way Forward• Credentials Count - instill employer-valued degrees• Business and Community College partnerships Create “Earn & Learn” collaborations• Guarantee transfer agreements• Create incentives for completion - not just enrollment• Measure success (and failure) Source: Across the Great Divide, March 2011
The Way Forward: Scale Institution by Institution• Interventions • Policy • Adoption Student by State by Student State